In my opinion, teaching is not just about content. For an example, some of the smartest people in the world may not be fit for teaching. Teaching is both an art and a talent. If one is an expert in the field, but can't clearly or effectively express their thoughts and ideas, there is no way that their message will be delivered. In addition, a teacher must know WHO they are teaching and HOW they learn. If they don't know or understand this crucial information, their message will also not be delivered, or at least not delivered as effectively as possible. Much of my teaching philosophy is based on this importance of knowing how to teach and knowing who you are teaching.
As I just described, I pay close attention to WHO I teach and HOW I teach. Since everyone is different, as is every class, what works for one student or class, may not work for another. In general though, there are some similarities between adolescents that I will take into account in my classroom. Knowing that adolescent learning is often very dependent upon acceptance both internally and socially and that they are searching for their place in life, I would set up my classroom in a way in which I promote peer interactions and social learning. Social learning is a way in which the students can learn through observing others' behavior. If they observe positive, desired outcomes in the observed behavior, they are more likely to model, imitate, and adopt the behavior themselves. I will also work to create a community of learners. In a community of learners, teachers and students together construct a culture that values the strengths of all participants and respects their interests, abilities, languages, and dialects. Students and teachers shift among the roles of expert,researcher, learner, and teacher,supporting themselves and each other. In addition, I feel that since it is typical for groups and cliques to develop, interaction like this between diverse students would be very beneficial to broaden their horizons and expose them to as much diversity as possible. I also feel it would be helpful to their exploration of identities to expose them to various models of career choices and other adult roles to prevent them from being sheltered in their own ideas they may develop.
Now taking into account individual differences, I find myself adapting theories of Dr. Thomas Armstrong. He worked to develop strategies for educators to encourage the natural abilities of children. He recommended using differentiated instruction, and not just teaching to students with certain intelligences. The theory of multiple intelligences was actually developed by Howard Gardner, which implies that all humans have natural intellect in multiple areas. He described seven different types of intelligences. They were Verbal-Linguistic. Logical-Mathematical, Musical, Visual-Spatial, Body-Kinesthetic, Intrapersonal, Intrapersonal, and Naturalistic. According to Gardner, we all have different combinations of these intelligences. His theory is actually ground-breaking work, and is still the topic of much debate today, but from my own life experiences and interactions with others, I really feel that different intelligences such as these exist. In the classroom, I feel that it is necessary to tap into all these intelligences (obviously not all at the same time, but throughout lessons in general) in order to engage all students in active and meaningful learning.As Armstrong explained, examples of differentiated instruction include devices such as graphs for the visual and spatial learners, songs for the musically inclined, hands-on learning for the bodily-kinesthetic learners, cooperative learning for the interpersonal learners, and individualized instruction for the intrapersonal learner. If lessons don’t tap into all these areas more often than not, then I feel that the students whose interested isn’t maintained because their type of intelligence isn’t accounted for will not perform and/or learn up to their potential, the teacher being at fault. Contrary to popular belief, incorporating many different intelligences into lessons isn't unrealistic. For an example, in my Unit Plan on Evolution, in the first day's lesson I tap into these intelligences:
Linguistic – I will be presenting much of the material through lecture and reading. For homework they also have a written assignment. Visual/Spatial – Throughout the lecture, there will be many visual representations of evolution, including videos and pictures. Logical/Mathematical – Students will be presented with a timeline to show change over time. This could help them quantify and classify the material. Intrapersonal – Students are required to write in their journals. This gives them the opportunity to make personal connections and think for themselves. Interpersonal – Throughout the class, I will be teaching, having the students share their ideas with their peers (conversing and discussing what evolution is and isn’t), then reflecting on the topic at the end of class. This strategy could be very effective for them. Musical- The video titled The Evolution of Dance presents a comedian dancing to music changing through time. I feel that this could give them an extremely helpful connection to evolution using music (and dance) to apply the concept of evolution to. Naturalistic – In the powerpoint, I show pictures of many types of animals that have undergone evolution and their environment. This could help the naturalistic learners because it makes a direct connection to the natural world.
So in my opinion, tapping into multiple intelligences is very plausible and doable. I dedicate time when making lesson plans to remember the intelligences and to see of there is ever anything I could add to enhance the lesson.
Now don't get me wrong. I DO think that knowing the content and knowing it well is very important and critical for teaching. If the teacher doesn't know the content, how do they expect the students to learn, or how do they expect to answer questions? I also feel that it is very important for teachers to stay up to date with their knowledge, especially a science teacher, since science is always changing and new technology is always surfacing. So yes, knowing content is extremely important in my opinion, but if you can't teach it, the students have no way of learning it!!!
In my opinion, teaching is not just about content. For an example, some of the smartest people in the world may not be fit for teaching. Teaching is both an art and a talent. If one is an expert in the field, but can't clearly or effectively express their thoughts and ideas, there is no way that their message will be delivered. In addition, a teacher must know WHO they are teaching and HOW they learn. If they don't know or understand this crucial information, their message will also not be delivered, or at least not delivered as effectively as possible. Much of my teaching philosophy is based on this importance of knowing how to teach and knowing who you are teaching.
As I just described, I pay close attention to WHO I teach and HOW I teach. Since everyone is different, as is every class, what works for one student or class, may not work for another. In general though, there are some similarities between adolescents that I will take into account in my classroom. Knowing that adolescent learning is often very dependent upon acceptance both internally and socially and that they are searching for their place in life, I would set up my classroom in a way in which I promote peer interactions and social learning. Social learning is a way in which the students can learn through observing others' behavior. If they observe positive, desired outcomes in the observed behavior, they are more likely to model, imitate, and adopt the behavior themselves. I will also work to create a community of learners. In a community of learners, teachers and students together construct a culture that values the strengths of all participants and respects their interests, abilities, languages, and dialects. Students and teachers shift among the roles of expert,researcher, learner, and teacher,supporting themselves and each other. In addition, I feel that since it is typical for groups and cliques to develop, interaction like this between diverse students would be very beneficial to broaden their horizons and expose them to as much diversity as possible. I also feel it would be helpful to their exploration of identities to expose them to various models of career choices and other adult roles to prevent them from being sheltered in their own ideas they may develop.
Now taking into account individual differences, I find myself adapting theories of Dr. Thomas Armstrong. He worked to develop strategies for educators to encourage the natural abilities of children. He recommended using differentiated instruction, and not just teaching to students with certain intelligences. The theory of multiple intelligences was actually developed by Howard Gardner, which implies that all humans have natural intellect in multiple areas. He described seven different types of intelligences. They were Verbal-Linguistic. Logical-Mathematical, Musical, Visual-Spatial, Body-Kinesthetic, Intrapersonal, Intrapersonal, and Naturalistic. According to Gardner, we all have different combinations of these intelligences. His theory is actually ground-breaking work, and is still the topic of much debate today, but from my own life experiences and interactions with others, I really feel that different intelligences such as these exist. In the classroom, I feel that it is necessary to tap into all these intelligences (obviously not all at the same time, but throughout lessons in general) in order to engage all students in active and meaningful learning.As Armstrong explained, examples of differentiated instruction include devices such as graphs for the visual and spatial learners, songs for the musically inclined, hands-on learning for the bodily-kinesthetic learners, cooperative learning for the interpersonal learners, and individualized instruction for the intrapersonal learner. If lessons don’t tap into all these areas more often than not, then I feel that the students whose interested isn’t maintained because their type of intelligence isn’t accounted for will not perform and/or learn up to their potential, the teacher being at fault. Contrary to popular belief, incorporating many different intelligences into lessons isn't unrealistic. For an example, in my Unit Plan on Evolution, in the first day's lesson I tap into these intelligences:
Linguistic – I will be presenting much of the material through lecture and reading. For homework they also have a written assignment.
Visual/Spatial – Throughout the lecture, there will be many visual representations of evolution, including videos and pictures.
Logical/Mathematical – Students will be presented with a timeline to show change over time. This could help them quantify and classify the material.
Intrapersonal – Students are required to write in their journals. This gives them the opportunity to make personal connections and think for themselves.
Interpersonal – Throughout the class, I will be teaching, having the students share their ideas with their peers (conversing and discussing what evolution is and isn’t), then reflecting on the topic at the end of class. This strategy could be very effective for them.
Musical- The video titled The Evolution of Dance presents a comedian dancing to music changing through time. I feel that this could give them an extremely helpful connection to evolution using music (and dance) to apply the concept of evolution to.
Naturalistic – In the powerpoint, I show pictures of many types of animals that have undergone evolution and their environment. This could help the naturalistic learners because it makes a direct connection to the natural world.
So in my opinion, tapping into multiple intelligences is very plausible and doable. I dedicate time when making lesson plans to remember the intelligences and to see of there is ever anything I could add to enhance the lesson.
Now don't get me wrong. I DO think that knowing the content and knowing it well is very important and critical for teaching. If the teacher doesn't know the content, how do they expect the students to learn, or how do they expect to answer questions? I also feel that it is very important for teachers to stay up to date with their knowledge, especially a science teacher, since science is always changing and new technology is always surfacing. So yes, knowing content is extremely important in my opinion, but if you can't teach it, the students have no way of learning it!!!